MST-Department of Home Economics
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Browsing MST-Department of Home Economics by Author "Kithinji, C. T."
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Item A critical study of the teaching home science in selected teacher training colleges in Kenya(2012-06-07) Mumbi, Mwangi; Kithinji, C. T.Several studies done on the teaching of Home science in primary schools (Male 1988, Karingithi 1988) Showed that Home Science teachers were not using appropriate methods when teaching. Yet they had all been trained in teacher training colleges. Several glaring observations indicate that poor performance in Home Science by primary school pupils was most likely due to inadequate preparation of teachers during training. The purpose of this study was therefore, to critically examine the teaching of Home Science in selected teacher training colleges in Kenya. The study dealt with a variety of themes derived from the basic research questions. These included: Demographic and academic qualification of tutors and students, contest in Home Science Syllabus, Methodology, Micro-teaching, Teaching practice, Evaluation of Students' performance, Resources and facilities and pedagogical problems in teaching Home Science. All these issues were intended to give an insight into the programme that prepares teachers for teaching Home Science in Primary Schools. The study was limited to four colleges only. These were Thogoto, Kikimambogo, Kamwenja and Machakos. The sample was randomly selected by assigning a number to each of the six classes of second year P1 students in the participating colleges. The numbers were written on pieces of paper and put in a container. The researcher then picked one paper at random and the number on the paper indicated the selected class for the study in each of the colleges. In all, 149 students and 11 tutors from the four colleges participated in the study. The data was collected using two questionnaires, one for the students and the other for the tutors. Additional data was obtained from resource and facility checklist and past examination papers set by the colleges and Kenya National Examination Council (K.N.E.C.) The data was then analysed and the results presented in table form depicting frequency distribution and percentages. The results of the study revealed that: (a) Students enrolled in colleges lacked sound Home Science background which hinders effective training as primary Home Science teachers. (b) Tutors teaching Home Science in colleges were qualified academically and professionally but were trained to teach in secondary schools and not in teacher training colleges. (c) Tutors were not given induction courses on joining the colleges and were not in serviced in methodology of teaching Home Science to teacher trainees. (d) The teaching methods frequently used were the teacher-centred methods like lecture, assignment and demonstrations. Student-centred methods like guest-speakers, seminars and visits were rarely used. (e) Methods of preparing students for teaching were inadequately done. (i) Teaching Practice duration of three weeks per session was inadequate. Students were not effectively supervised during Teaching Practice in order to overcome their difficulties in teaching Home Science. Supervision during Teaching Practice was done by any tutor and not necessarily Home Science tutor, therefore, specialized guidance in Home Science was not offered. (ii) Micro-teaching sessions were too few and too over-crowded to be effective. (iii) Home Science tutors never used the neighbouring primary schools for Home Science demonstration purposes. (f) Evaluation in colleges was mainly done for obtaining grades for continuous assessment and not for diagnostic purposes. Practical aspect of Home Science was not adequately examined and was ignored during teaching. The frequently used type of questions were multiple choice and guided essay questions. Past papers were frequently used for preparing the student for examination. (g) Resources and facilities in colleges were inadequate and often not available. The resource centres in colleges were not effective enough in guiding the students and tutors on methods of improvisation. (h) The students stated that they were adequately prepared to teach certain topics like Foods and Nutrition and Child Care theoretically but as to form a criteria for certification of competent Home Science teachers. (i) Tutors should be specifically trained to teach in colleges. Therefore, B.Ed. (Primary Option) and M.Ed. (PTE) degree programmes should be expanded. (j) Scope and time allocation in the primary and college Home Science syllabi should be improved. (k) Evaluation of Home Science for teachers' certification should be the responsibility of the colleges themselves. They are better placed to judge the good and promising teachers. (l) Home Science practicals should be examinable in colleges. (m) Resources and facilities must be adequately provided if Home Science is to be effectively taught. The Colleges, Ministry of Education and Parents should join forces and provide equipment and resource materials needed. These recommendations are not exhaustive, but they highlight the crucial areas of the study. Finally an attempt was made to give suggestions for further research in some aspects of Home Science teacher education.Item A study of standard seven pupils' attitudes towards the learning learning of Home Science in some primary schools in Makadara division, Nairobi(2012-06-07) Kobia, Margaret; Kithinji, C. T.The purpose of the study was to identify the attitudes held by primary school pupils towards the learning of Home Science. The study was done at Makadara Division of Nairobi Province. The Division had twenty schools. Pilot study was carried out in two schools while the main research was done in other five schools which were randomly selected. Two hundred pupils participated in the research. There were one hundred girls and one hundred boys. The pupils were from standard seven class. The researcher used a Likert Scale questionnaire. The questionnaires were administered personally by the researcher in the schools involved. The responses were tabulated itemwise and data analysed and interpreted. The analysis was done using frequency distribution and percentage. The main findings of the study were: (1) The pupils had a positive attitude towards the learning of Home Science. (2) Girls had a more positive attitude than boys in the learning of Home Science. (3) Girls enjoyed Home Science lessons more than boys. (4) Boys were not aware of the future careers in the Home Science. Finally, conclusions, recommendations and suggestions for further research were made.Item A study of the factors that affect the teaching and learning of home science in primary schools in Westlands division, Nairobi(2012-05-09) Karimi, Munene Eva; Kithinji, C. T.Home science is practical subject that is designed to develop knowledge, skills, principles and attitudes that help the learner to survive and relate better to social economic realities of the society in which he/she lives. The focus of Home Science as a subject is on the home, and its useful in promoting the welfare of the family and the home; to help pupils to acquire skills that are useful in order to adapt themselves to changing situations relating to the home and the family; to lay a foundation for further learning and vocational training. This study was conducted in order to show some of the factors that affect the teaching and learning of Home Science and therefore give an indication as to the achievement of the mentioned objectives. The study dealt with issues related to quality of Home Science teaches in primary schools; the size of classes taking Home Science and if teachers manage to pay attention to all the pupils; the content of the Home Science syllabus and if the time allocated is adequate to cover this syllabus; facilities and equipment available for teaching the subject; the commonly used teaching methods and the attitudes of teachers and pupils towards Home science. Finally, the study made an attempt to identify the common problems in the teaching and learning of Home Science that are faced by teachers and pupils. All these issues were looked into in order to identify some of the factors that affect the teaching and learning of Home science. The study was carried out in Westlands Division of Nairobi province, Kenya. The research design was a simple survey. The sample for the study was drawn from ten (10) primary schools that were randomly selected from a population of twenty one (21) primary schools. The subjects of the study included Home science teachers who teach classes five (5), six (6), and seven (7), and pupils from the same classes. The teachers were randomly selected from the randomly selected schools while the pupils were also randomly selected from the mentioned classes. In order to elicit information from the subjects, a questionnaire and an attitude scale were administered to each of the groups. The data collected was analysed and the results presented in a tabular form as frequency distributions, percentages and means. The results were discussed after each item. The findings of the study showed that: (1) The primary Home Science teachers were adequately trained and competent. In spite of their training and competence, their workload was found to be so heavy that it was impossible for them to teach Home Science effectively. (2) Facilitates and equipment for teaching Home Science were inadequate. (3) The Home Science syllabus was too wide to be covered within the time allocated on the time-table. (4) The classes were found to be too large for effective teaching. (1) Time allocated to teaching of Home Science was not adequate especially because the practicals need to be done to reinforce the theory. (5) Teachers mainly used demonstrations and discussions and ignored the other methods of teaching. (6) Teachers and pupils generally showed a positive attitude towards Home Science. The following recommendations were made in connection with these factors: (1) Inservicing of teachers should be done on a regular basis. (2) All teachers, male and female learn Home Science during training and therefore male teachers should be allocated to teach Home Science. (3) Teachers' teaching load should be reduced so that they can have enough time to prepare for practicals and mark pupils' work. (4) Schools should device a way of reducing Home Science classes, so that the teacher can adequately conduct practical lessons. (5) Harambee drives should be encouraged so that schools can put up Home Science rooms and laboratories and equip the same adequately. Lastly, an effort was made to given suggestions for further research topics in this area. The results were discussed after each item. The findings of the study showed that: (1) The primary Home Science teachers were adequately trained and competent. In spite of their training and competence, their workload was found to be so heavy that it was impossible for them to teach Home Science effectively. (2) Facilities and equipment for teaching Home Science were inadequate. (3) The Home Science syllabus was too wide to be covered within the time allocated on the time-table. (4) The classes were found to be too large for effective teaching. (5) Time allocated to teaching of Home Science was not adequate especially because the practicals need to be done to reinforce the theory. (6) Teachers mainly used demonstrations and discussions and ignored the other methods of teaching. (7) Teachers and pupils generally showed a positive attitude towards Home Science. The following recommendations were made in connection with these factors: (1) Inservicing of teachers should be done on a regular basis. (2) All teachers, male and female learn Home Science during training and therefore male teachers should be allocated to teach Home Science. (3) Teachers' teaching load should be reduced so that they can have enough time to prepare for practicals and mark pupils' work. (4) Schools should device a way of reducing Home Science classes, so that the teacher can adequately conduct practical lessons. (5) Harambee drives should be encouraged so that schools can put up Home Science rooms and laboratories and equip the same adequately. Lastly, an effort was made to give suggestions for further research topics in this area.